Equal Training: An Analysis of Antiwhite Material and Language Manipulation Tactics Used in American Schools
Student X
Michael Michau, 2023

The simplest definition of education is the transmission of culture, so it is not surprising that schools are on the front lines of the present kulturkampf. As usual, the Right is reacting to the dynamic cultural changes initiated by the Left whose goal is to replace Western civilization with a globalist multi-ethnic, multi-cultural “civilization.”

A very brief autobiography places author Student X in the belly of the beast. He is a young White man from a working-class family living in a predominately non-White community in Los Angeles County. While attending a local community college X became aware of the anti-White curriculum at his school where “some classes seemed to have more of a prosecutorial atmosphere, instead of an educational one” (8). Not one to suffer in silence while hoping others would challenge this anti-White bias, the author filed an official grievance citing a lack of objectivity and professional manner on the part of some of his instructors.

X received some schooling outside the classroom in his quest for redress. He got the bureaucratic runaround. He met with the president of the department of academic affairs who sent him to the dean of curriculum who referred him to the curriculum committee which met behind closed doors with no input from students or the public. The author also contacted the state’s curriculum committee and the Chancellor’s Office of the California Community College system. The latter entity claimed the issue was outside their authority because “they only have legal requirements to meet on behalf of minorities, not White students” (12). Incidentally, the author does not like the use of colors White, Black, or Brown as designations for ethnic groups. More on that later.

Not easily discouraged, X realized that the educational bureaucracy was not the vehicle for change, at least not at present. Remedies would have to come at the student/classroom level. White students need to be taught to recognize anti-White bias in curriculum and learn how to counter it. Unfortunately, being aware of the likely consequences in terms of ostracism or worse, few students will have the pluck and determination displayed by the author. And while change may begin with a single person, for a cause to succeed there must be organized collective action. In any case awareness of the problem is a start.

A major message of Equal Training is the power of words and narrative. The Left is skilled in using language for ideological purposes. They know that “the wording of educational literature determines how students are trained to talk and structure their thoughts” (25). When it comes to terminology the Right remains largely tone deaf. For example: much of the Left identifies as progressive and liberal, and the Right obliges them by using their preferred terms. Yet there is very little classical liberalism or progressivism within the contemporary Left. In addition, both these terms have positive connotations outside of ideology. “Yes, we’re making progress on that issue.” “He was liberal with his largesse.” Leftists are globalists, cultural Marxists, maybe anarcho-communists or nihilists. If you need euphemisms: Jacobins or iconoclasts. Using ‘gay’ as a term for homosexuality should also be avoided.

The author believes that the goal of modern education is to subvert White cultural identity by rendering it invalid, eventually replacing it in favor of a globalist, multicultural identity. To resist this indoctrination, it is important for young Whites to establish a strong ethnic, cultural, and sexual identity. It is difficult even for sophisticated adults to navigate the minefield of American identity politics, so knowing who you are is paramount for White youth dealing with a hostile social environment.

A component of a positive ethnic identity is a knowledge of group history. This is why the Left is so keen on erasing and revising American history. One important topic today in American historiography is slavery. X points out that slavery is often taught within what he calls a “cropped narrative.” The institution is given no historical, social, or economic context – simply evil Whites oppressing hapless Blacks. Some students even come away with the impression that slavery was a uniquely American phenomenon. The Holocaust is another topic that lends itself to a cropped narrative.

For X there appears to be a two-step process involved in what might be described as scholastic social engineering. First, efface a positive White identity, then blame, shame, and guilt-trip White students for past transgressions as constructed by the left. War, slavery, oppression: “There’s not one thing you can blame White people for that Brown, Black, and Yellow peoples haven’t also done” (80).

The author points out that if the establishment really wanted to make a multiethnic society work, they would seek a racial reconciliation rather than a racial reckoning. Instead of stoking the flames of resentment they would emphasize a common past. But they will not take this course because much of the Left is more interested in debasing Western peoples and culture than in helping other peoples and cultures. In any case, suppression is the only effective method to govern a multiethnic, multicultural empire. A colorblind meritocracy will not work. Perhaps a strict racial quota system would be the fairest, most transparent way to handle things. X suggests this when he advocates for “proportionate access to all schools, staff positions, government agencies, social services, scholarships, grants, and other opportunities” (184). Of course, it is not our job to make this perverse system work. At the end of the day, race is such an essential human characteristic, both individually and collectively, that a multiracial society will always be problematic.

As mentioned above the author does not like the ethnic designation “White,” though he often uses the term himself. One problem is the way the US government, especially the census bureau, uses the term: “A person having origins in any of the original peoples of Europe, the Middle East or North Africa, including Hispanic and Latino populations” (47).[1]Actually the US Census Bureau states that Hispanics can be of any race making the term useless as a racial category. X proposes using the term “White-Ethnics.” For many people this term would bring to mind so called hyphenated ethnics: Polish-Americans, Irish-Americans, etc. “Ethnic White” might be better, but the most useful and accurate designation would be European American.

If European Americans had sufficient racial consciousness, they would insist that Congress change the government’s definition of White. In the author’s words: “We need to demand formal subgroup recognition by the federal government” (60). For one thing having such recognition would “accurately measure our access to scholarships, jobs, and other opportunities” (64). A proper designation would exclude what X refers to as “part-time Whites.” He never explicitly identifies who this group includes, but they are characterized by identifying as White when it is to their advantage, but otherwise adopting a separate, often antagonistic identity, such as is common in Australia since Aboriginals were given benefits like government scholarships and affirmative action based on their identity. If one stylistic criticism could be made for Equal Training, it is the tendency of the author to make general statements without offering specific examples.

There is a tremendous amount of alienation in our society, especially among White youth, leading to drug use, sexual confusion, and nihilism. This is largely a product of a weak sense of familial, ethnic, and cultural identity. When society’s highest values are diversity and inclusion, the ironic results are that no one feels included, there is little sense of belonging, little sense of ownership. The author believes that Whites have a birthright to their own society with their own institutions designed to serve their needs. In the past this was assumed—a near universal expectation. Today this view is condemned as racist. X notes that “the term racist [is used] to refer to anyone who resists any of the tactics used to dissolve their race” (165). Under this definition having a White family is racist.

X touches upon several other interesting topics including selective law enforcement which is most likely to impact young, heterosexual White men. He points out the need for “our own legal representation and dedicated legal network” (181), such as TOO contributor Glen Allen’s Free Expression Foundation.[2]A contributor to The Occidental Observer website, Baltimore attorney Glen Allen, heads an organization, The Free Expression Foundation, which may be able to provide legal assistance to White dissidents. The author notes the strange and toxic congruence between globalist billionaires and neo-Marxist street thugs—without mentioning the vast overrepresentation of Jews in the former. And X suggests White students major in STEM (science, technology, engineering, math) subjects where curricula are more objective.

I have a couple minor qualms about this work. First, why the title Equal Training. Something catchier and more descriptive might help to promote the book. Second, while I salute X for having the brass to stand up and confront the educational establishment, that could be a difficult strategy for many students to follow. Even if a student is informed and articulate, instructors usually have arguments to obfuscate a classroom discussion. X concedes that verbally clever academics can deliberately deceive or mislead with a clear consciousness because “they believe their ends justify their means” (59). Then there is the issue of possible grade retaliation. Also, no matter how confident a student might be, a single person representing a position can appear weak and vulnerable. Much more effective in such situations is to have two or more students representing an organization. Of course, organizing is hard and explicitly White groups are prohibited on campuses. Plus, as the author warns, there are sketchy pro-White organizations out there led by people with a propensity for self-destruction. Proxy or surrogate organizations for White students could claim to be groups dedicated to traditional Western culture, either fine arts or folk culture, or they could shield themselves by claiming to be a politically conservative activist group.

I imagine Student X is a member of Gen Z, and Equal Training is aimed at increasing the racial consciousness among his cohort of White high school and college students. Most readers of this journal will be familiar with the issues the author raises. The value of this book for those older readers is that X cuts to the chase emphasizing the basics. For decades a psychological war of unsurpassed sophistication and pervasiveness has been waged against White youth. From pre-school television shows, through the K-12 public education, to academe, they have been subjected to intense propaganda. To mount a defense in preparation for a counter offensive, students must develop a strong positive ethnic and cultural identity. And a prerequisite for such an identity is a firm grounding in history that will enable students to put past and present events into a historical context. If parents, grandparents, and youth mentors want to know where to begin, it is here.

Notes

[1] Actually the US Census Bureau states that Hispanics can be of any race making the term useless as a racial category.

[2] A contributor to The Occidental Observer website, Baltimore attorney Glen Allen, heads an organization, The Free Expression Foundation, which may be able to provide legal assistance to White dissidents.